This lesson is designed to introduce students to simple electric motors through hands on exploration. This lesson should help to connect the importance of magnets and currents, as a lead in to further studies in electromagnets, motors and/or generators. Students will start off with a class brainstorming activity to discuss how they could use magnets and or electricity to make other magnets spin? As students discuss possible ways, I will take notes. Once we have reached a good point I will have the students work in pairs to construct and test their own motors. Class will close with a talk about how all electric motors work in a similar way to this.
Opportunities to Learn:
Depth of Knowledge
Today’s lesson will feature a bit of vocabulary and terminology in the wrap up, DOK 1. However almost the entire activity will DOK 3; that is, the activity will require students to reason and apply observational data. Students will also have to justify their response. Additionally students will have to explain simpler relations, DOK 2
Prerequisite Knowledge
Before this activity can be useful the students need a good amount of background, most of which they should have received in this unit and/or in middle school. However, it is still important that students are familiar with the following topics (although this lesson will help to solidify many of them)
• That magnets can attract and repel
• That electric current can create a magnetic field
• That magnets and current act on each other
• That these forces can cause motion and change direction
• That motors basically exist to spin a shaft and do work (in general terms)
Plans for Differentiating Instruction
Although this lesson is going to be difficult, it won’t be majorly differentiated. However there will be multiple activities to try with the motor once it is working, and I can select certain tests for different pairs to work on with ability in mind.
Accommodations and modifications
No specific accommodations and/or modifications beyond the above should need to be taken outside the normal ones. i.e. Students with aids and similar situations.
Environmental factors
The Normal Classroom setting is perfect for this activity. The classroom is set up in tables of ~6
Materials
For each pair of students
• The compass from before
• 4.5 feet of 22 gauge wire
• 8 inches of 22 gauge wire
• Battery
• Battery holder
• 2 rubber bands
• Plastic cup and lid
As well as normal classroom materials
Objectives:
• Students will construct a working motor• Students will effectively troubleshoot their motor
• Students will describe the parts of a basic motor, at least in general terms
• Students will explain the basic theory of a simple motor, at least in general terms
Instruction:
Opening:
As students walk into the room the day’s questions will be written on the board – How can we use magnetic forces? Can the compass we built work for us? Once students settle into the classroom we will begin a guided discussion aimed at leading to seeing the compass as a motor.
Engagement:
In order to help students to see the compass as a possible motor I will start a discussion which many students will think have little to do with the questions on the board. I will first ask questions such as – How could we make the compass spin without pushing it ourselves?
What might make it want to keep spinning?
What does the spinning compass remind you of?
Can you think of devices or appliances in your house that spin?
Other questions will be asked as needed with the goal being to have the students arrive at the conclusion that a magnet can be used to spin the compass and that the spinning compass is a motor. I will give the students as much structure as they need, however the goal is for it to be minimal.
Once students get to this point I will let them know that we will be doing just that. As I pass out the activity sheet/lab I will remind students that they will have to work in partners for this, and I will let them pick their partners, but that I have to approve before they can get the materials. I will then ask the students to come up with a partner and take their supplies, based on the instructions.
Once students have the supplies I will check there alertness by reading the checklist of materials and assuring that each pair has the supplies they need. Additionally I will place a teacher made model on my desk and allow them to use this as a guide in conjunction with the activity guide. I would like to allow students to work on their own from this point, but will model as needed depending on the particular class. Again, as little teacher interference as possible is the goal.
Once students are working I will circulate to assist students in their work, I will also pass around a simple sheet for the students to fill out during the activity in attempt to reinforce the ideas in the activity.
For those students who finish early I will have a list of challenging activities for them to attempt to work out with their motor, these include
1. How can you make the motor spin faster
2. Can you make the motor work automatically
3. What happens when you shorten the straw
4. What happens when you move the coil farther away
Closure:
Once the students have completed the lab I will bring the class back together and ask them a few questions Did the motor work the first time you tried it?
What did you do to make the motor work (troubleshoot), did you notice any tricks?
I will draw the setup on the board and ask students to come up and point out parts that they think every motor might have. This will set us up for tomorrow’s class.
Assessment:
Students will be handing in their activity checklist sheet at the end of the class, which will serve as a class work grade and an informal assessment.
Lesson Plan
Lesson Title:
Intro to motors - build a motorState Standards: GLEs/GSEs
• PS 3 8b• PS 3 8c• PS 3 8d
National Standards:
Context of Lesson:
This lesson is designed to introduce students to simple electric motors through hands on exploration. This lesson should help to connect the importance of magnets and currents, as a lead in to further studies in electromagnets, motors and/or generators. Students will start off with a class brainstorming activity to discuss how they could use magnets and or electricity to make other magnets spin? As students discuss possible ways, I will take notes. Once we have reached a good point I will have the students work in pairs to construct and test their own motors. Class will close with a talk about how all electric motors work in a similar way to this.Opportunities to Learn:
Depth of Knowledge
Today’s lesson will feature a bit of vocabulary and terminology in the wrap up, DOK 1. However almost the entire activity will DOK 3; that is, the activity will require students to reason and apply observational data. Students will also have to justify their response. Additionally students will have to explain simpler relations, DOK 2Prerequisite Knowledge
Before this activity can be useful the students need a good amount of background, most of which they should have received in this unit and/or in middle school. However, it is still important that students are familiar with the following topics (although this lesson will help to solidify many of them)• That magnets can attract and repel
• That electric current can create a magnetic field
• That magnets and current act on each other
• That these forces can cause motion and change direction
• That motors basically exist to spin a shaft and do work (in general terms)
Plans for Differentiating Instruction
Although this lesson is going to be difficult, it won’t be majorly differentiated. However there will be multiple activities to try with the motor once it is working, and I can select certain tests for different pairs to work on with ability in mind.Accommodations and modifications
No specific accommodations and/or modifications beyond the above should need to be taken outside the normal ones. i.e. Students with aids and similar situations.Environmental factors
The Normal Classroom setting is perfect for this activity. The classroom is set up in tables of ~6Materials
For each pair of students• The compass from before
• 4.5 feet of 22 gauge wire
• 8 inches of 22 gauge wire
• Battery
• Battery holder
• 2 rubber bands
• Plastic cup and lid
As well as normal classroom materials
Objectives:
• Students will construct a working motor• Students will effectively troubleshoot their motor• Students will describe the parts of a basic motor, at least in general terms
• Students will explain the basic theory of a simple motor, at least in general terms
Instruction:
Opening:
As students walk into the room the day’s questions will be written on the board – How can we use magnetic forces? Can the compass we built work for us? Once students settle into the classroom we will begin a guided discussion aimed at leading to seeing the compass as a motor.Engagement:
In order to help students to see the compass as a possible motor I will start a discussion which many students will think have little to do with the questions on the board. I will first ask questions such as –How could we make the compass spin without pushing it ourselves?
What might make it want to keep spinning?
What does the spinning compass remind you of?
Can you think of devices or appliances in your house that spin?
Other questions will be asked as needed with the goal being to have the students arrive at the conclusion that a magnet can be used to spin the compass and that the spinning compass is a motor. I will give the students as much structure as they need, however the goal is for it to be minimal.
Once students get to this point I will let them know that we will be doing just that. As I pass out the activity sheet/lab I will remind students that they will have to work in partners for this, and I will let them pick their partners, but that I have to approve before they can get the materials. I will then ask the students to come up with a partner and take their supplies, based on the instructions.
Once students have the supplies I will check there alertness by reading the checklist of materials and assuring that each pair has the supplies they need. Additionally I will place a teacher made model on my desk and allow them to use this as a guide in conjunction with the activity guide. I would like to allow students to work on their own from this point, but will model as needed depending on the particular class. Again, as little teacher interference as possible is the goal.
Once students are working I will circulate to assist students in their work, I will also pass around a simple sheet for the students to fill out during the activity in attempt to reinforce the ideas in the activity.
For those students who finish early I will have a list of challenging activities for them to attempt to work out with their motor, these include
1. How can you make the motor spin faster
2. Can you make the motor work automatically
3. What happens when you shorten the straw
4. What happens when you move the coil farther away
Closure:
Once the students have completed the lab I will bring the class back together and ask them a few questionsDid the motor work the first time you tried it?
What did you do to make the motor work (troubleshoot), did you notice any tricks?
I will draw the setup on the board and ask students to come up and point out parts that they think every motor might have. This will set us up for tomorrow’s class.
Assessment:
Students will be handing in their activity checklist sheet at the end of the class, which will serve as a class work grade and an informal assessment.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: